June 16, 2002
June 16, 2002
June 19, 2002
7.1055.1 - 7.1055.9
Main Menu Session 1625
Taking CAD Integration to the Next Level
B. A. Harding, W. K. Szaroletta, M. M. Tomovic Purdue University, West Lafayette, Indiana
Abstract: A year ago “Using 3D CAD as a tool to integrate topics across the curriculum” was presented at this forum. 1 That paper discussed the ambitious goal of integrating a 3D CAD tool, primarily IronCAD™ 2, across the curriculum. Integration is continuing, beginning in the freshman year, through the undergraduate program, and into the graduate program. The major challenge presented in the reference paper was to encourage both students and faculty to take the first step to utilize the software in their classes and class work, thereby leveraging the advantages of this powerful and highly visual CAD system. Subsequently, the intent was to encourage widespread use of solid modeling, not only in CAD-based classes requiring creation of technical geometry and/or engineering drawings, but also in other technical classes, non-technical classes or any exercises, requiring tools for geometry, display, animation, and/or web content creation. Based on the initial 4-year plan, ultimate success will be indicated when solid modeling use among faculty and students becomes as ubiquitous as spreadsheet use is now.
This paper constitutes a follow-up report on the continuation of that initial effort and documents examples of both faculty and student integration of modeling-based projects. A faculty survey performed in Fall 2001 indicated strong Purdue University MET faculty support for the direction previously set forth. Of the six CAD software packages surveyed, two packages indicated an increased future utilization, while four indicated decreased future utilization in Purdue University’s MET department.
Examples of this 3D CAD integration using solid modeling will include formal and informal class projects and extracurricular activities, as well as the development and final outputs of a number of open-ended design projects spanning from freshman through graduate level. Other examples include the modeling and animated operation of mechanical assemblies such as an arbor press and a rack mounted stereo system; an independent study team project to develop a Battlebot™ robot; experimental mechanics team projects to develop indestructible football goal posts and to rapidly design, analyze, and visualize stresses in a combined stress experiment; industrial internship projects; a project involving metalcasting design optimization involving metal stream shrouding in pouring large high-alloy steel castings. Two additional courses have had students utilize solid modeling as a result of this effort and these efforts are summarized.
Introduction: The process of CAD integration was begun at the freshman level with a second semester course entitled MET 102, Production design & Specifications (PD&S). Now in the fourth semester of use, IronCAD™ has seen success in a multitude of projects, both in a variety of class assignments and wholly student initiated applications. As such solid modeling has now migrated into a number of other undergraduate and graduate courses and is well on the way to integration across the whole curriculum. Examples of ways students and faculty are utilizing this powerful tool are discussed below.
Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright Ó 2002, American Society for Engineering Education
Tomovic, M., & Szaroletta, W., & Harding, B. (2002, June), Taking Cad Integration To The Next Level Paper presented at 2002 Annual Conference, Montreal, Canada. https://peer.asee.org/10373
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2002 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015